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Gesner, MA, NREMT-P     MMM̙80___PPT10.L$@ [   Pl (    S p0e0e?Title 6"ôPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!JRdrs/shapexml.xmlTMo9 /Aun2#]=Z#qKJaQ4>ؤII仺޷蜏> 92]ݟ]r"ٟ\[l7!l0F?+4Z:V  һ.Yn阬s>Nm -A v}J08Wpw6;bD "W<Уv³E(pDGdz~1~l  L鏢]aF^*.ʱ7w IZ+pL6CX6;]G;THBn53(dq/=9@>dc3r1ڹҜ֜:>!,ٲ+j󲹵e>g.oSl4vH uKMPkU-K=RuHoctJ-e݇k H+"Py[-&ut8lo9͍ix-zӄeGbˮx9Xy@Q7L݆ x\/dv۵5e"+ιg_ 7ǾG6q2t9$i[mhqǕOſ4i/R $E3o\ qi!ӆD#Քy$%aDHDӈ* MtPUMJչGs[Y-i."I *"^};nۻgQEG1 trWLsNR'SͥX(SF&hz; PK!drs/downrev.xmlDN0EH5Hl!hC݊lX!vxqj&XrtG޳\{ul nQ}yAsL `:>Zb7 !G&>2Ն,뉳;17v<.ŖS U/K3UdۅR'5Hc~_/I+i{x(} d(PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!JR)drs/shapexml.xmlPK-!drs/downrev.xmlPK   WCognitive Goals   1   x %0e0e?Rectangle 4   eUse his or her own words to define and describe goal, objective and performance agreement. Use his or her own words to identify and describe the ABCD parts of an objective. Use his or her own words to describe each of the three domains of learning: cognitive, affective, and psychomotor.       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If Module 8: Domains of Learning has been covered, the student should be able to determine the level (1-3) from the language of the objective based on ABCD elements. Z   MMM̙y___PPT10Y+D=' = @B +" [ J B $* (  $ $ S 0e0e?Title 1"òPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!MKTdrs/shapexml.xmlTMo9 /Aun 2.#] ΌVTI8%P6iR#?[vyitG ]Zu?/.9t hg][l7!l0F+4Z:V A R^w]:1Y|:" -A 6>%ݘj{+8<Уv³E(pDd|58_} dx0eGpA]cF^*.ʱ7w YZ+pL6CX6;]G;TXKn53(dq/=9@>W;30㱷#̶ٷܸ#@³Ϋ<+Z ]؊R|XL؇Sl&"Cq6؅>6,P nF1j!R׸ƍ\բYAY! X[6FxO]}l@qı" ղ iRG!q+8_7MI^-;\>[vѼ2Ze6d,}!ۮ&Xq΅\༩8=sĔt˹'ISܢhSDp(8}"M,IK|EZ$)r-1M}J^5SL 6$[%!G- gB"FTiMRl'V=BZjIttpr$f.̟WL8txwܶ7v 7z;b*ۅ I@NK]3aѦ(O9DPK!U1|drs/downrev.xmlDN0EH5Hl*P)tRvO8M= X޹suH>ț[׫[!"kX-XjxCmlEp(Qq( !a5[9Vj)m/FZ8/P~[\Ufr@̓UwJ]^ "y%w`>gTNo0D %fQPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!MKT)drs/shapexml.xmlPK-!U1|drs/downrev.xmlPK   YPsychomotor Goals    $  x'0e0e?Rectangle 4   #Take objectives supplied by the instructor and identify the A, B, C, and D components. Take incomplete objectives (lacking 1 or 2 of the ABCD components) and rewrite the objective to contain all of the necessary elements.    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MMM̙80___PPT10.$"D[ 4(  4. 4  x0e0e?Rectangle 2   bWhy This Module is Important    4  xP0e0e?Rectangle 3   JIn order for instruction to have meaning, all educational materials should have goals and objectives. Without goals and objectives the instructor would not know what to teach and the student would not know what they are expected to learn.*f  f   MMM̙80___PPT10.$5"j[ 8(  8. 8  x0e0e?Rectangle 2   bWhy This Module is Important   < 8  x0e0e?Rectangle 3   pEntry level instructors may not be asked to write objectives, but they must be able to work with educational curricula that contain objectives. Understanding the basic components of an objective will enable the instructor to determine if they are meeting their teaching goals.*     MMM̙80___PPT10.$5"[ 80<(  <. <  x@0e0e?Rectangle 2   bWhy This Module is Important    <  x00e0e?Rectangle 3   fObjectives can help the instructor determine how much information should be covered on a given topic. You can separate what is  needed to know from what is  nice to know and determine the depth and breadth of the material you are presenting. The wording of a well-written objective will show you what level of understanding the student is expected to achieve. Does the student need to master the material or only be familiar with it?Ff  J fJ   MMM̙80___PPT10.$5"/[ @o(  @. @  x0e0e?Rectangle 2   bWhy This Module is Important    @  x0e0e?Rectangle 3   5If the instructor writes test questions the objectives will assist in the development of the test. Instructors must evaluate their classroom performance and objectives serve as the means to measure the effectiveness of teaching activities.    MMM̙80___PPT10.$5" [ k c DK (  D D  x0e0e?Rectangle 2"ðPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!ϲD[drs/shapexml.xmlUAo: ti.A EwxAċ,idYð ;4)zoI3~zșԥ۳w t%2/[Om7!`ˍlm԰Ƶ"@uuKDE÷V4Jrt$wcMbr۵hqJb$A$0وɦr%~ZqYK Ι`s=5ee7,k\I+5[6y8JG {tiuIUjjhFSGٷa@adT6R7c֤`Ca6 v%KS=HrjQ"W3b*3Pgp 0ca駗i2KfW& s+Qe揳wT%Gi.dZ AEx.<Ǝ8r 4HN]PK!Pkdrs/downrev.xmlDQK0߅p{nqu(cc>n]IJ|˹||֑͠5fTN#0Hl!WYnVJۛ"T,BOQ M9"~j[21;[1U\:#\7|$\cmb–K|7:,}/r!&!{heg)~X.jDUPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!ϲD[)drs/shapexml.xmlPK-!Pkdrs/downrev.xmlPK   hModule Terminology: Goal    D  x00e0e?Rectangle 3   MOverarching, global statement of expected learning outcome. It is usually without any discussion of methods required to accomplish it. An example of goal statements can be found at the beginning of each module separate by domain of learning.* k k   MMM̙80___PPT10.$5"{ [   H (  H H  x0e0e?Rectangle 2"ôPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!a:I`drs/shapexml.xmlUMo8/@Z4F 1R챠$VM,I9N~}ߐ( f8yf|uoI3>z7LT^gG|h'Wv-a6t0F¿3VjjZ:"V A+gw]:ұb4sE{WDk%٘ztF )FL6(D6:2feB/7W8g7RT>#AF֔ݰdoh3>_N.?\/Q+oM4"aU(ec3gN@ɩ5M&zb ŝZSڹQKDxgI8_֊й-ɕ·?YF"po2:7  |HJPp nymj[IJ!v84(d Ǟ_uomt [ݛqX /;]FFxp-e`;AOiZ]yEZZѶtQm+)jY4]T"sj*5)XPاzɺ;-tcGaz9"ZmLjJ E2==\?gzXeL0$YGqM չ2#揳wT%i.dZ AEx.<Ǝ8r/N^df/ξPK!Ӊdrs/downrev.xmlD]K0u٨Ly۔5IIb{pY'ݳ.`dj+; =]p$|\ڃ)iB"s_+v :!FrY\s zPT-˾"͠v/a(GU q~6wM4ߦC=KWMeuD Q7_PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!a:I`)drs/shapexml.xmlPK-!Ӊdrs/downrev.xmlPK   mModule Terminology: Objective     H  x0e0e?Rectangle 3   lStatement of expected learning in terms of behaviors students will exhibit. An objective should clearly articulate the audience, expected behavior, condition under which that behavior will be performed and the measurement tool or strategy used to determine successful completion of the objective. A well written objective should lead to the completion of the goal.m mm   MMM̙80___PPT10.T&0p"h[ 0L(  LJ L  x0e0e?Rectangle 2   ~*Module Terminology: Performance Agreement"+ ((+   L  x 0e0e?Rectangle 3   R A process used by both instructional designers and classroom instructors. An instructional designer compares objectives and goals to determine if the content to be delivered (as described and defined by the objectives) will meet the goal(s) established for the course.       MMM̙80___PPT10.T&એ"[ yq@PY(  PJ P  x0e0e?Rectangle 2   ~*Module Terminology: Performance Agreement"+ ((+   P  x0e0e?Rectangle 3   The classroom instructor uses performance agreement to ensure that the content found within the lesson plan and the content presented in the classroom match the goals stated for the lesson.    MMM̙80___PPT10.T&"Z[ PT(  T" T  x0e0e?Rectangle 2   VBasic Principles   8 T  x0e0e?Rectangle 3   lMager is credited with the modern concept of educational goals and objectives (1962). 1. The need for goals and objectives to be concrete (solid) measurable statements (with clearly identifiable outcomes) not "fuzzy" or nebulous statements. 2. The need for instructional designers to clearly communicate to teachers and students what behavior is expected in order to accomplish a goal. Each objective should relate to at least one goal and each goal should be represented by at least one objective.HV Z, Zq ZV,q   MMM̙80___PPT10.T&"[ 2*`X(  X" X  x0e0e?Rectangle 2   VBasic Principles    X  xp0e0e?Rectangle 3   Course instructors use performance agreement principles to determine if they are teaching appropriate levels of content (depth and breadth) to their students.    MMM̙80___PPT10.T&"[ KCp\+(  \" \  x`0e0e?Rectangle 2   VBasic Principles    \  x0e0e?Rectangle 3   ?Pre-presentation evaluation. Compare lesson plan to what is written in the course goals and objectives. Post presentation evaluation. Review what was taught to determine if there were omissions. Cover in next class session or provide alternative learning opportunity. Revise and enhance the lesson plan for the future. ZK Z Z= ZJ Z3 ZK=J3@   MMM̙80___PPT10.T&"[  `(  `" `  x 0e0e?Rectangle 2   VBasic Principles    `  x@ 0e0e?Rectangle 3   vEvaluate your performance through self-reflection, observations by other teaching professionals and through feedback from students. You can also review student s performance on tests - but there are a lot of variables affecting testing performance so don t rely on it as the only measure of your success or failure.< Z<<   MMM̙80___PPT10.T&"\[ d(  d3 d  xP0e0e?Rectangle 2   gCommon Characteristics of Goals  (   ) d  xp0e0e?Rectangle 3   ]Goals are global statements of intended learning. They may be philosophical in nature (similar to a vision or mission statement). Does not communicate specific information on how to accomplish the goal or how to measure the expected behavior or performance.*2  2   MMM̙80___PPT10.T&"[ h(  h/ h  x0e0e?Rectangle 2   cCommon Characteristics: Goals   a h  x0e0e?Rectangle 3   MA goal may or may not contain all of the ABCD elements (which are explained later in this module) commonly seen in an objective. Example of a goal: The goal of this program is to provide the tools necessary to become an entry-level EMS instructor. Also called primary objectives, first level objectives or expected learning outcomes.N ZNN   MMM̙80___PPT10.T&"[ l(  l6 l  xP 0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#  J l  xp0e0e?Rectangle 3   ~"Objectives are observable and measurable. Every objective should articulate an expected behavior that can be observed. It should describe how this behavior will be measured (for example when the objective states that a psychomotor skill must be performed to a specific level of competency).**  *#   MMM̙80___PPT10.T&"k[ p(  p6 p  x0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#  5 p  x0e0e?Rectangle 3   i Objectives are unambiguous. The objective should be written in clear terminology (avoid jargon and define all terms the first time they are used). It should be apparent to both the student and instructor what behavior is expected to successfully complete the objective.*     MMM̙80___PPT10.T&"s[ t(  t6 t  x 0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#  = t  x 0e0e?Rectangle 3   qObjectives are results oriented. Objectives are different from goals because objectives describe specific expectations of performance, knowledge acquisition, feelings or attitudes. Objectives should be measurable by both quantitative and qualitative criteria.<!  O !O   MMM̙80___PPT10.T&"[ ZRx:(  x6 x  x 0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#   x  x 0e0e?Rectangle 3   Quantitative (quantity) criteria. Successfully meeting the objective requires that the expected behavior be exhibited under the conditions specified. Both student and teacher should know how that behavior will be measured. Examples of quantitative criteria. The lowest acceptable passing score. The number of attempts allowed during a skill test. A time limit imposed on a skill test.F" Z Z Z"   MMM̙80___PPT10.T&"[ |(  |6 |  x` 0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#  J |  x0e0e?Rectangle 3   ~ Qualitative (quality) criteria. Describes non-numerical observations with the purpose of expressing underlying dimensions or patterns of relationships. Examples of qualitative criteria. Value a concept or idea. Defend the need to perform a skill. Adopt a new behavior.@  S  S    MMM̙80___PPT10.T&"[ (  6   x0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#     x0e0e?Rectangle 3   qA performance level of 100% accuracy on quantitative or qualitative measures is not required for every objective.r rr   MMM̙80___PPT10.T&"[ ZR:(  6   x0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#     x0e0e?Rectangle 3   May have an acceptable level of performance already established that allows the student to  miss some elements but still pass the evaluation process. Example: an acceptable minimum score for First Responder in a state is 70% so an instructor requires all student to achieve a score of at least 75% on all his quantifiable objectives.*  O   MMM̙80___PPT10.T&D"c[  (  6   x W0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#  -   xPh0e0e?Rectangle 3   aMay not have a required overall score for an objective. There may be items or steps identified as "critical criteria" that would result in failure if performed. Example: failure to use recommended BSI precautions before performing a skill.@8 i O 8iO   MMM̙80___PPT10.T&D"F[ 0(  6   x m0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#     x`_0e0e?Rectangle 3   DMay not have a required overall score for an objective. The order the steps of the procedure are performed is as important as the steps. Example: not applying oxygen to your critical patient in a timely manner.@8 Q J 8QJ   MMM̙80___PPT10.T&D"[ h`@H(  6   xg0e0e?Rectangle 2   j"Common Characteristics: Objectives# #(#     x^0e0e?Rectangle 3   xObjectives should be written in terms of performance. If an objective does not describe or define the expected behavior you cannot evaluate if learning has taken place. Objectives should communicate successful learning in behavioral terms. To have meaning, an objective should define the expected behavior change you are looking for to determine that learning has taken place.\6 Zs ZG Z Z6sGy   MMM̙80___PPT10.T&D"t[ P(  /   xS0e0e?Rectangle 2   cExamples of Expected Behavior   E   x0d0e0e?Rectangle 3   y1Select from an assortment of EMS equipment and supplies those items required to perform spinal immobilization. Demonstrate how to perform a database search on the Internet with a topic provided by the instructor. State three reasons why it is important to take BSI precautions when providing patient care.2 Z22   MMM̙80___PPT10.T&c"[  `(  )   x`T0e0e?Rectangle 2   ]The Domains of Learning      x b0e0e?Rectangle 3   zLearning takes many forms and can be categorized or grouped into domains (domains are logical chunks of related elements).{ {{   MMM̙80___PPT10.T&`%"[ OGp/(  /   xW0e0e?Rectangle 2   cExamples of Types of Learning      xd0e0e?Rectangle 3   How we feel emotionally about an issue. Recalling definitions of medical terms. How we relate to each other. Personal values and morals. How we perform skills and procedures.    MMM̙80___PPT10.T&`%"[ B:"(  )   x`0e0e?Rectangle 2   ]The Domains of Learning      x@[0e0e?Rectangle 3   IThe grouping of these learning elements varies with different educational psychology models. Cognitive, Affective, and Psychomotor domains are used most frequently in the design of EMS instructional materials. Domains of learning are based upon work done by Benjamin Bloom in the 1950s (Bloom called it the Taxonomy of Learning).r] u x ]   PxJ   MMM̙80___PPT10.T&`%"[ D<$(  )   xX0e0e?Rectangle 2   ]The Domains of Learning      x`0e0e?Rectangle 3   Domains are divided into sub-sections that reflect the need for the students to have a deeper level of understanding (and sophistication) as they progress in the domain.    MMM̙80___PPT10.T&`%"E[ (  )   xS0e0e?Rectangle 2   ]The Domains of Learning      xi0e0e?Rectangle 3   P The degrees of sophistication that require less depth of knowledge (for example when a student defines words or matches terms with meaning) are referred to as the  lower level or level 1" objectives. Level 2 objectives are an intermediate level between 1 and 3.    MMM̙80___PPT10.T&`%"o[ (  )   xpa0e0e?Rectangle 2   ]The Domains of Learning   F   xb0e0e?Rectangle 3   z Higher level learning requires students to think critically about a topic, debate it, and understand it in depth. Level 3 objectives are considered the highest level. Some strategies of classification also include level 2 objects in the "higher" level category. What is most critical for the instructor is to recognize that an objective relates to a higher or lower order or process.Ft Z Zz Ztz   MMM̙80___PPT10.T& "[ rjR(  8   x0Y0e0e?Rectangle 2   l$Verbs to Use When Writing Objectives% %&%     xo0e0e?Rectangle 3   Based upon Bloom s taxonomy and separates information into three discrete levels within each domain.e ee   MMM̙80___PPT10.W&2" [    (  D    x0o0e0e?Rectangle 2"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!W1ҳf"drs/shapexml.xmlWn6?Y;豠$֚"Yr|}ߐa[tnA ə7oF}N:wCΤ.Mu?=_|+Íz˰X&; |ڸVn=Nz8Up~ЊFһ.InXSej@>OxBa%4+zi9󴑢t b5솅gxCHdz|~2&o%oc^agٍ T6ƽpv!8F6ח1`Q_MFPܩ8讝Į/,)KZ:%R6]8HBrLVF[@F5A( |#(8|.qTnӆ" Pk4XĪ({;$)m#6.*jutob%t!I\UjH<xq'뷾7bWzk͕{G`.9H<`D Tm1}*^kI#5[6y8JGstitEU*jhFSGٷaVb)moTS%I R>MK5n{;ڦ#)ȩE~j?_@S)Hҿ1K~ԋ=w, al ]X:Ujh$u"K Hő Єǽc^̃d|,|VtIIPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!W1ҳf")drs/shapexml.xmlPK-!|~iedrs/downrev.xmlPK   Action Verbs: Cognitive DomainJ    \   xP0e0e?Rectangle 3    Knowledge: Arrange, Define, Describe, Identify, Label, List, Name, Identify, Match, Memorize, Order, Recognize, Recall, Recite, Repeat. Comprehension: Classify, Discuss, Distinguish, Explain, Identify, Indicate, Locate, Review, Rewrite, Summarize, Tell, Translate.T }  r  }r    MMM̙80___PPT10.W&PO" [    (  E    x0e0e?Rectangle 2"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! "+f"drs/shapexml.xmlWn6?Y;Y豠$֚"Yr|}ߐa[tnA ə7oF}N:wCΤ.Mu?=_|+Íz˰X&; |ڸVn=Nz8Up~ЊFһ.InXSej|u=sEsWDk%وzǴF )Fh*'@68r3ʄ^opuN-ũEwܨ%vxgIX_֊й-ɕ·YF"`2:7 DgA18[wBp6UFW|Z"VE!Kwn᭍qQ![tQGG3$Qj)XESᩋ4]k|n8R_|71)e\Ha٢-ɣV:xC+uEH-MK5/רR TC0ږΘ:ʾ s%F+M hs(ȜxnF(iLJ*in^10u 6IGN-JDSB*J E2==\?^Dq=XcYcM չ2tgUCC`.S'4 n]Mx;Vձ1=пy9wCkz޴_PK!Vwdrs/downrev.xmlDMO0DHk Z>B*BAR.ܖxGvd/i8q47zh;1Pw &r׭koVW "yG a8L# ~]ݿ`6]^OAl#SPnRPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-! "+f")drs/shapexml.xmlPK-!Vwdrs/downrev.xmlPK   Action Verbs: Cognitive DomainJ    B   xPo0e0e?Rectangle 3   vApplication: Apply, Choose, Compute, Demonstrate, Operate, Practice, Prepare, Solve. Analysis: Analyze, Calculate, Compare, Contrast, Criticize, Diagram, Differentiate, Distinguish, Examine, Experiment, Evaluate, Relate, Separate, Select.T H   H    MMM̙80___PPT10.W&i"E [    (  F    xo0e0e?Rectangle 2"PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!F=g"drs/shapexml.xmlWMo8/@H·Ab acAI"Ur!eɡ[@ h̛7#z[+UF'}3sSTzw'9/t!2Oɻ?kk7nz._ZZxvktR{qPz~WJ қ[ܲHه9gZ8w!sDT xsk|hďDSX_´"Siwts卵q%E6"XwakDMQ5++$G"ۄb0:Fo-oC^~{kɕg E*+c9{ /Nt8D}Pg(ВZt[O cׄrg:mrrl_aF"[oҕhdpoP#r>O /cpʯ6Ajag!m . D Y>,'}o:o¢8ܳҷɴ,!ՂV灩ܳJpVOoUX܀`\E=h|b9|V$t*PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!F=g")drs/shapexml.xmlPK-!whdrs/downrev.xmlPK   Action Verbs: Cognitive DomainJ       x@0e0e?Rectangle 3   3Synthesis: Assemble, Compose, Construct, Create, Combine, Design, Formulate, Organize, Prepare, Set up, Summarize, Tell, Write. Evaluate: Appraise, Evaluate, Judge, Score.T u  "  u "   MMM̙80___PPT10.W&i"T[ (  4   x%0e0e?Rectangle 2   h Action Verbs: Psychomotor Domain! !(!      x#0e0e?Rectangle 3   TImitation: Repeat, Mimic, Follow. Manipulation: Practice with minimal assistance, Create, Modify. Precision: Perform without error, Perform without assistance.   2  3  2 3    MMM̙80___PPT10.W&i" [ kcK(  4   x0e0e?Rectangle 2   h Action Verbs: Psychomotor Domain! !(!     x!0e0e?Rectangle 3   Articulation: Demonstrate proficiency, Perform with confidence, Perform with style or flair. Naturalization: Perform automatically.T O   O   MMM̙80___PPT10.W&i"-[  m(  0   x0'0e0e?Rectangle 2   dAction Verbs: Affective Domain      x 0e0e?Rectangle 3   1Receiving: Accept, Attempt, Willing. Responding: Challenge, Select, Support, Visit. Valuing: Defend, Display, Offer, Choose.   #      #     MMM̙80___PPT10.W&i"[ F>0&(  0   x&0e0e?Rectangle 2   dAction Verbs: Affective Domain      x0e0e?Rectangle 3   dOrganization: Judge, Volunteer, Share, Dispute. Characterization: Consistently, Join, Participate.T "  ! "!e   MMM̙80___PPT10.W&i"[ .&@(  0   x00e0e?Rectangle 2   dAction Verbs For Writing Goals   H   x0e0e?Rectangle 4    |6Know Realize Enjoy Believe Understand Appreciate Value7 77  N   xo0e0e?Rectangle 5 r   <Comprehend Aware Tolerate Be familiar with Desire Feel Write= ==   MMM̙80___PPT10.W&9"[ P(  "   xo0e0e?Rectangle 2   VCognitive Domain      x@o0e0e?Rectangle 3   Emphasizes remembering or reproducing something which has presumably been learned. Deals with what a learner should know about a subject.    MMM̙80___PPT10.W&@x"[ LD`,(  "   xo0e0e?Rectangle 2   VCognitive Domain      x`o0e0e?Rectangle 3   The three levels within the cognitive level: Level 1: knowledge (or recall), comprehension and application. Level 2: analysis. Level 3: synthesis, and evaluation.*- v -v   MMM̙80___PPT10.W&@x"[ RJp2(  $   xo0e0e?Rectangle 2   XPsychomotor Domain      xo0e0e?Rectangle 3   Emphasizes muscular motor skill, manipulation of material and objects, or some act that requires neuromuscular coordination. Concerned with how a learner moves or controls his or her body.    MMM̙80___PPT10.W&F˹" [ ldL(  $   x@o0e0e?Rectangle 2   XPsychomotor Domain      xo0e0e?Rectangle 3   The lower levels in this domain will deal with skill performance with assistance or following a demonstration and progresses to  muscle memory, when the performance of the skill is done almost without conscious thought by the student.    MMM̙80___PPT10.W&F˹"[ =5(  $   xo0e0e?Rectangle 2   XPsychomotor Domain      xpo0e0e?Rectangle 3   The three levels within the psychomotor level: Level 1: imitation and manipulation. Level 2: precision. Level 3: articulation and naturalization.*/ c /c   MMM̙80___PPT10.W&F˹"[ (  "   xo0e0e?Rectangle 2   VAffective Domain   h   xv0e0e?Rectangle 3   <Composed of two different types of behaviors: reflexive (attitudes) and voluntary reactions and actions (values). This domain is often difficult to write objectives for and to evaluate if learning (expressed as a measurable change in behavior, value or attitude) has taken place. Perhaps the best  teaching you can provide to your students in the affective domain is to model the behaviors you want them to adopt..     MMM̙80___PPT10.W&"[ 4,(  "   x`w0e0e?Rectangle 2   VAffective Domain      x00e0e?Rectangle 3   The three levels within the affective domain: Level 1: receiving and responding. Level 2: valuing. Level 3: organizing and characterizing.*. ] .]   MMM̙80___PPT10.W&" [ = 5  (     x<0e0e?Rectangle 2"ÞPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!N34drs/shapexml.xmlTQo8 ~?C4kPgh8жx%$i>JN0l~IɏxjW7dX eJ[5fOOLEv3 6~erB7|U-wSںTuNyejh29Ufw+R_9T\N0"ZbYrlG=P%bڵ "s>oU(zL kΪۊ!$ 9dr:޼\ 7nVGpf"aU(ekݫώP'?)2@qbvauL[3Y'ER:Η(,Mޕt·ÿ:"Rh-u*:~{_} H -t%eCXGAphLG,bUu_ܻ]&Cy8¬W)#S#< 8 +We{Ng~{toֻ:`-vOl'eG̐HݦXGs,-@v׷Mk4 TTIe.>s))|\Ly)stW182cextUUnnxFY[Gٷaqd6\։i[T1XP8{L|A|[=BnMU&JQ5N : 1炎y)N!ñۧk.l4CzN~#㠫&_.t`Ld(CR0'!`O4XqnB+PK!kdrs/downrev.xmlDQK0C/%'[]6(S`;_|6mIJ|9|oLA;+a1VNiHx?>VBDs$(n{~L4a bCPd0]O6ucBrڦ{o*rA=>*/oe!Ŕ4z|WR7kU`%$ToPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!N34)drs/shapexml.xmlPK-!kdrs/downrev.xmlPK   p&Consider Domains When Planning Lessons' '('     xk0e0e?Rectangle 3   )Consider domains of learning when planning lessons and evaluating instructional techniques. Before you teach, review the lesson plan and objectives to determine the depth and breath you must cover the material for that session.    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Did it target the level specified in the objectives?*W 5 W5   MMM̙80___PPT10.W&,"[ nfN(     xo0e0e?Rectangle 2"áPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!%6drs/shapexml.xmlTQo6 ~ u%9  aږ_dɓ4avF"%?ӱ⠜o凱ʔj6.>J5*/O_8l.n>rZl lu-n; d<UwkRxX;T̮'RjwJdJLhpLglC6_=P%bڍ !s>U(A֜UC ZIrt2ήo&` ?zYҼ?H\UgG(ӓCr/jf)2@qbviuL[3Y'ER:Η(Lޕt·:"Rhu*:a{_} H -t%eCDAphLG,bUu_ܻ}&Cy8¬׽)#S#< 8 +eNg~߭wuZK힎آ_O8)!%PMs+yZo~m8\|7V1)q3iGkxQb4Z'2ouSfǤ`C& vC0], ݻ U#Z+Ek:)xrĜ :fݶ8o>_as]M%0zS%CJ?ҥ>!$A,Lm^BPK!}{drs/downrev.xmlDn0DV@m%ʂnƗ8"# ku.G3:X e=9X#n#SY٘Zm4[kH<fҞMA}j!g(@eJF?bt5[&ɌklL|PѳT~kyBNCz O/[W6Rt>R`5@ Q7_PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!%6)drs/shapexml.xmlPK-!}{drs/downrev.xmlPK   fEvaluate If Level was Adequate   -    x)0e0e?Rectangle 3"ÙPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!X*/drs/shapexml.xmlWn6;Y;N#" 0,XPH;}>Dߣ'7$+Amwm D o4xHJ~f̙ԙKg9/t.2;ogfجݬNx}=\VJ7`èIAMQ%J/aJo,,+O#δpŃ숏ZŸG֮For+3G6[r3͝-uS\yey,-ÃQs[k.75#m''i/*>lCX~{bFjH c8{_a%gG`QtJҡD7ՍQ!3BgpY$o<8LU ?:#Eo?[3"In;,D-̝u@FK ĔVԧv#y݅$ R ?4zg\݋tԖ)ڮCWF%V-t7q} yly0 _̰(\KU@WʿLB͍p: &:PR[zY>䴡Ԇa<%מ -}V܊TOp aD:&t6,'iqbB#Y|*+skd'\KyCޡGHgi,|x6 CmF,ZZaKFl 5wIX>2HI  IJSܖJu0i10k㷱hC-Zvij-UCfZ:Aվ1RH{! /Oei-9{ḯg@Jd`Zd{w9 T{Qz?ss9Esϛ ^S}sMOI\wWN`=[xEzD"oÌ/{nO1Kk)fR a8p} xiER;c<;N^'Tkrn*>vm/2 M>}AOPK!.\drs/downrev.xmlDn0D֭]q"*6]K6#@]ftFgLNvVx#8m+`WVb, Pjtg[i[ 6(@ؗF0r=7S- n:gY jw]կ'}?B s`?~,^U0bv{-+ $t*PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!X*/)drs/shapexml.xmlPK-!.\drs/downrev.xmlPK   PExample 1: Your objectives state that the student should apply the information presented on therapeutic communications by describing how they would react in a scenario. Class time was used to define terms but no time was spent role playing therapeutic communications. The material was not taught to the level the student will be tested.8 Z ZQ   MMM̙80___PPT10.W&p^" [ 0 (  (     x "0e0e?Rectangle 2"àPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!J5drs/shapexml.xmlTQo8 ~?C4K53zw@Pq=-'^dɓ4GͲ> (HOxh+k2yn,2R@"m?n?2 Fܪ;)[m]Kی:2z4/G-5FqʱT>WN4U&/.ɥZ]Yl9B"K[ l*GO(D;rvm -nO[Emd0m5gmExohV29\O/&~Q+lSM 4#5;ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!&d,drs/shapexml.xmlTQo8 ~?C4K53A-'^dɓ4e}[ҤDG|}& B scil%)v]y*Gf,>^]yQ- /h[9k(6,"<5,ֆ 0:9}V7PT,u(FANT]c&b\D{*?RT OQNRs.蘙w2:vvK349R1.J`WL1(Jҿ1~ K]s/~P2NЀ9EPK!bdrs/downrev.xmlDN0DHH\[B*Ip[m5#ۤcqhFotl Zg%L'ک6>ϷBDs$)jyy\-ibĆ%Pk2&'c)MgBd`kӃƞ֚cm$|{*mzMQn߫R뫱xiz_zUlv?v؜|J $t*PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!&d,)drs/shapexml.xmlPK-!bdrs/downrev.xmlPK   MGoals      xpҫ0e0e?Rectangle 3   The first level identifies the overall goal of the instruction for the program or instructional event. In addition to simply being called a goal, it may also be called a  terminal objective or  primary goal of instruction .    MMM̙80___PPT10.e&Эn]" [ ) !  (     xī0e0e?Rectangle 2"ÖPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!&0,drs/shapexml.xmlTQo8 ~?C4K53A-'^dɓ4e}[ҤDG|}& B scil%)v]y*Gf,>^]yQ- /h[9k(6,"<5,ֆ 0:9}V7PT,u(FANT]c&b\D{*?RT OQNRs.蘙w2:vvK349R1.J`WL1(Jҿ1~ K]s/~P2NЀ9EPK!+drs/downrev.xmlDN0DHH\PkBB*R\-66iX8z2=ɇY slTg[ *% ' ^-Ph+ز@ :ơ<4 ȦoxLp!rnA@MWm$|WP zUYՕSy,m_zVnYӧT!nRPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!&0,)drs/shapexml.xmlPK-!+drs/downrev.xmlPK   MGoals       xͫ0e0e?Rectangle 3   @Goals do not contain specific information on how learning is to be accomplished or measured. Goals are philosophical statements of what learning is intended to produce. The statements found at the beginning of each module in this curricula are goals.    MMM̙80___PPT10.e&Эn]"[ 0 (       x ȫ0e0e?Rectangle 2   P Objectives         x@0e0e?Rectangle 3   ^The objective is subordinate to the goal and should relate to the goal. In completing the objective the student is moving toward meeting the goal. Sometimes these objectives are called  enabling objectives . Because these are true objectives, they should follow the ABCD format described in this module.*H  H0   MMM̙80___PPT10.e&]"<[ @|(  '   xϫ0e0e?Rectangle 2   [Performance Agreement      x0ʫ0e0e?Rectangle 3   IPerformance agreement is a process of critically evaluating the goals, objectives and course content to force logical relationships to each other. Every goal should have at least one objective related to it. Every objective should relate to at least one goal.    MMM̙80___PPT10.e&W]"{[ P(  '   xP٫0e0e?Rectangle 2   [Performance Agreement   T   xɫ0e0e?Rectangle 3   @The content of the lesson should relate to the goals and objectives. There should not be any content that does not relate to goals and objectives. When the goals, objectives and content all relate to each other there is performance agreement. Methods to evaluate performance agreement are described later in this module.A AA   MMM̙80___PPT10.e&W]"][ `(  (   xԫ0e0e?Rectangle 2   \Examples of Objectives   5   x`Ы0e0e?Rectangle 3   iGiven a standard sentence, the English 101 student should be able to identify the noun and verb without error. Given an assortment of EMS equipment, the paramedic should be able to identify all of the equipment necessary to perform rapid sequence intubation without error.& o   MMM̙80___PPT10.e&]"[ p(  (   x ӫ0e0e?Rectangle 2   \Examples of Objectives      xPë0e0e?Rectangle 3   The EMT-B participant in this pediatric workshop should be able to identify at least 4 warning signs of possible child abuse from a mock family member s interview that contains 8 warning signs.    MMM̙80___PPT10.e&]"[ RJ 2(   (    xpǫ0e0e?Rectangle 2   \Examples of Objectives       x0e0e?Rectangle 3   From a listing of roles and responsibilities, the First Responder student should be able to identify all those pertinent to a First Responder level provider with at least 70% accuracy.    MMM̙80___PPT10.e&]"[ $(  $' $  x0e0e?Rectangle 2   [Parts of an Objective   Z $  xƫ0e0e?Rectangle 3   HMany methods, models, and templates are available on writing objectives.I II   MMM̙80___PPT10.e&]"[ ((  (' (  x֫0e0e?Rectangle 2   [Parts of an Objective   Y (  xȫ0e0e?Rectangle 3   1An easy to remember generic model utilizes the letters A-B-C-D to indicate the important information to include in an objective. a. A= Audience, B= Behavior, C= Condition and D= Degree. b. Note that an objective does not have to be written in this order (ABCD) but it should contain all of these elements.*  2   MMM̙80___PPT10.e&p{]"[ ,(  ,' ,  x׫0e0e?Rectangle 2   [Parts of an Objective    ,  xPΫ0e0e?Rectangle 3   Two simple models to follow in writing an objective: The _(Audience)_ will _(Behavior)_ in _(Condition)_ circumstance to _(Degree)_ level. Given _(Condition)_ the _(Audience)_ will _(Behavior)_ to _(Degree)_.5  5           MMM̙80___PPT10.e&p{]"[ e]0E(  0 0  xի0e0e?Rectangle 2   NAudience      0  x˫0e0e?Rectangle 3   Describe the receiver of the instructional activity. Often the audience is identified only in the 1st level of objective (which is usually the goal) or the first objective in the series of objectives for that section.    MMM̙80___PPT10.e&0 ^"[ 3+4(  4 4  x̫0e0e?Rectangle 2   NAudience      4  xѫ0e0e?Rectangle 3   Examples of audience statements: The EMT-B student. The EMT-I refresher course participant. The prehospital care provider attending this seminar.*! q !q   MMM̙80___PPT10.e&0 ^"[ @88 (  8 8  x@̫0e0e?Rectangle 2   NBehavior      8  xī0e0e?Rectangle 3   Describes learner capability. What the receiver will be expected to do following the instructional event. Must be observable and measurable.< L # L#   MMM̙80___PPT10.e&9^"&[ ~<f(  < <  x«0e0e?Rectangle 2   NBehavior       <  x`ū0e0e?Rectangle 3   @If it is a skill, it should be a real world skill. It should relate to current clinical practice. The  behavior can include demonstration of knowledge or skills in any of the domains of learning: cognitive, psychomotor or affective.<3 /  3/   MMM̙80___PPT10.e&9^"[ h`@H(  @ @  xګ0e0e?Rectangle 2   NBehavior      @  xϫ0e0e?Rectangle 3   "Examples of behavior statements: Should be able to write a report. Should assemble the equipment necessary to perform needle thoracotomy. Defend the need to use reasonable force for self-protection.*!  !   MMM̙80___PPT10.e&9^"[ D(  D D  xѫ0e0e?Rectangle 2   NBehavior      D  xګ0e0e?Rectangle 3   zTerminology may be important here. Wording like  should be able to or  will be able to carry different legal expectations and may be an issue to your organization. This may only be an issue for someone who is writing objectives - if you are concerned about this, consult with your supervisor or a senior instructor.*#  #>   MMM̙80___PPT10.e&9^"[  H(  H H  x`۫0e0e?Rectangle 2   O Condition     x H  x0ի0e0e?Rectangle 3   fThe condition describes any circumstances that will impact upon the behavior the student will exhibit.g gg   MMM̙80___PPT10.e&Y^"a[ 0L(  L L  xܫ0e0e?Rectangle 2   O Condition     F L  xܫ0e0e?Rectangle 3   z4Equipment or tools that may (or may not) be utilized in completion of the behavior. Environmental conditions or situations (temperature requirements, seasonal conditions, weather impact, swift water, time of day, etc.) may be included as conditions. Time limits may be imposed as a condition for performance.5 55   MMM̙80___PPT10.e&Y^"[ rj@PR(  P P  x ޫ0e0e?Rectangle 2   O Condition      P  x࿫0e0e?Rectangle 3   +Examples of condition statements: Given an oxygen wrench, regulator and D tank with oxygen. Given the complete works of William Shakespeare. Following the last ventilation given by BMW and within 30 seconds.*"  "   MMM̙80___PPT10.e&Y^"[ phPTP(  T T  xpݫ0e0e?Rectangle 2   LDegree    T  xƫ0e0e?Rectangle 3   ,States the standard for acceptable performance (time, accuracy, proportion, quality, etc). In the event that the degree statement is not included in the objective you may infer that the acceptable standard for performance is 100%.    MMM̙80___PPT10.g&PyՅ"[  `X(  X X  xP60e0e?Rectangle 2   LDegree    X  xC0e0e?Rectangle 3   hExamples of degree statements: Without error. 9 out of 10 times. Without committing any critical errors., J J i   MMM̙80___PPT10.g&PyՅ"x[ p\(  \+ \  xP50e0e?Rectangle 2   _Review of ABCD Objectives   M \  xN0e0e?Rectangle 3   !Well written objectives will tell you the following: 1. Who is to exhibit the behavior (target audience)? 2. What observable performance is the learner to exhibit? 3. What conditions are provided for the learner at the time of evaluation? 4. What constitutes a minimum acceptable response?.5 Z Z5"   MMM̙80___PPT10.g&"[ `(  `8 `  xN0e0e?Rectangle 2   l$Evaluating For Performance Agreement% %(%  w `  x0R0e0e?Rectangle 3   OCompare the content you intend to deliver to the course goals and objectives to determine if the content being delivered actually enables the student to meet the objectives. If you cannot clearly see that the content being delivered meets the objectives then you must modify, enhance or remove content to meet the objectives as stated.*  P   MMM̙80___PPT10.g&u":[ dz(  d8 d  xpD0e0e?Rectangle 2   l$Evaluating For Performance Agreement% %(%   d  xL0e0e?Rectangle 3   6You need to determine if you are teaching too much or too little (depth and breadth) or if you are off the topic. Review the verbs in the goals and objectives looking for clues of the level the statement is written to.*r i ri   MMM̙80___PPT10.g&u"W[ h(  h8 h  x@T0e0e?Rectangle 2   l$Evaluating For Performance Agreement% %(%   h  x@>0e0e?Rectangle 3   SYou should do this before and at the end of each presentation to determine if you are on target. It is much easier to make minor adjustments as you go along than to wait until testing time to evaluate if you taught the material to the right level.*a  a   MMM̙80___PPT10.g&u" [ { s l[ (  l l  xR0e0e?Rectangle 2"ÛPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!/drs/shapexml.xmlTQo6 ~`u%K9  amˉ/Ir䦹> .)"o;ѹ4ԕ[קk@&eŋn m.v!h䫝2Vj: PvdR Hԩd<@vwmg Tt / sMB#%0,)$t@W~#3GWj_Q`1M}JG+ h*ȜNQm͇J^ c(۹l,=!9+U6TkVdu˯Nfi9T̻myJަ};+= 9R1.*`KB%}0HJ0T~ KS쯳_N L|mSBvPK!|ldrs/downrev.xmlDN0EHk*AS uJ !Qc;M= X{VQ'k, 02ϳ%0Hl!gYO.VI;2,BP 8"~n;21;Z1\:"\:I=(NiSжS],=@cv^eqq{r,r`ԍ?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!/)drs/shapexml.xmlPK-!|ldrs/downrev.xmlPK   `Bibliographic References   F l  xA0e0e?Rectangle 3   zBloom, Benjamin S. et al. (1956). Taxonomy of Educational Objectives, Book I: Cognitive Domain. New York: Longman. Hardt, U. H. (1977). Determining goals, objectives and strategies for the domains of learning and instructional intents. A guide to lesson and unit planning.8 "<*   MMM̙80___PPT10.g&0G" [ J B p* (  p p  xY0e0e?Rectangle 2"ÚPK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!0/drs/shapexml.xmlTQo6 ~ u%k9  amˉ/Ir즹> .)"o[-ʇƚL^~KLil3b&Ed*֨L ,~̓6a2GPTKuV[R#UP&RDV&QK \e[{ڋl6O0"Fb YrjTSyzF"ͣKiC^u})Ql*šD$9fr:|\ 7nx;WVF—{smw/q(|>w"ME=+ 7Y%*1D`M?PK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!0/)drs/shapexml.xmlPK-!3drs/downrev.xmlPK   `Bibliographic References    p  xE0e0e?Rectangle 3   JHodell, Chuck. (1997) Basics of Instructional Systems Development. ASTD Info-line, Issue 9706. Nooman, Z. M. Schmidt, H. G., & Ezzat E. S., Eds. (n.d.). Innovation in Medical Education. New York: Springer Publishing Company.8 A8#)   MMM̙80___PPT10.g&d" [   t (  t t  xS0e0e?Rectangle 2"×PK![Content_Types].xmlJ0*miG]`Hm6 Xwt?. g#Wi3E).+7 >ON ޑ1ˋz "+R RhB.} /<^ITխ%rHK4uK~I0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!-drs/shapexml.xmlTMo0 tڤYEqm9"K$i$7z-I||է]+VXh!gBj*G9O"p+3q!X{3 \-cmֶ%ծ ''Z9 gŧJmsA* ˚*gCqŻKQ"lc!$2dSYzD%”lQ K{iƻZTp 1חY5OKQ.|ty&oZC.&E߫BsQZg-@#Wj.OctGe|z>b-šEuL f퓿oA- *#S#< 8S.J϶:9#Ǎ!z]?֢I{]oQ^.me~h|"tmMg\|~~; "B+<Vm6K(q6,?7AP7~ʾثvP4L^6%DgPK!8Idrs/downrev.xmlD]K0 ȖPF]6L ۹ݽ6&)IloB/f2ȇY 7 lTk XhvΒ3جg+̕mIC 6(A眇Zp=7S W7"[4>UFBж׻8\GUJyu9"MW^L$~=V"y I0&UPK-![Content_Types].xmlPK-!1_a ._rels/.relsPK-!-)drs/shapexml.xmlPK-!8Idrs/downrev.xmlPK   `Bibliographic References    t  x`M0e0e?Rectangle 3   Novak, J. D. (1977). A Theory of Education. Ithaca Cornell University Press. Smilkstein, R. (1993). Acquiring knowledge and using it. 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՜.+,0|     # On-screen Show (4:3)DG EnterprisesbX ]Arial Wingdings MS PGothicClouds 1_CloudsModule 9 Goals and ObjectivesCognitive GoalsCognitive GoalsPsychomotor GoalsPsychomotor GoalsAffective GoalsAffective GoalsWhy This Module is ImportantWhy This Module is ImportantWhy This Module is ImportantWhy This Module is ImportantModule Terminology: GoalModule Terminology: Objective+Module Terminology: Performance Agreement+Module Terminology: Performance AgreementBasic PrinciplesBasic PrinciplesBasic PrinciplesBasic Principles Common Characteristics of GoalsCommon Characteristics: Goals#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: Objectives#Common Characteristics: ObjectivesExamples of Expected BehaviorThe Domains of LearningExamples of Types of LearningThe Domains of LearningThe Domains of LearningThe Domains of LearningThe Domains of Learning%Verbs to Use When Writing ObjectivesAction Verbs: Cognitive DomainAction Verbs: Cognitive DomainAction Verbs: Cognitive Domain!Action Verbs: Psychomotor Domain!Action Verbs: Psychomotor DomainAction Verbs: Affective DomainAction Verbs: Affective DomainAction Verbs For Writing GoalsCognitive DomainCognitive DomainPsychomotor DomainPsychomotor DomainPsychomotor DomainAffective DomainAffective Domain'Consider Domains When Planning LessonsEvaluate If Level was AdequateEvaluate If Level was AdequateEvaluate If Level was Adequate#Goals / Objectives in Lesson PlansGoalsGoals ObjectivesPerformance AgreementPerformance AgreementExamples of ObjectivesExamples of ObjectivesExamples of ObjectivesParts of an ObjectiveParts of an ObjectiveParts of an Objective Audience Audience Behavior Behavior Behavior Behavior Condition Condition ConditionDegreeDegreeReview of ABCD Objectives%Evaluating For Performance Agreement%Evaluating For Performance Agreement%Evaluating For Performance AgreementBibliographic ReferencesBibliographic ReferencesBibliographic References  Fonts UsedTheme Slide TitlesX%_d =Ken MoorhouseKen Moorhouse  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)Pictures#Current UserSummaryInformation(EPowerPoint Document(eDocumentSummaryInformation8Root EntrydO) ?@Pictures#Current User/SummaryInformation(E_dOwnerOwner